Sequent Calculi for Some Strict Implication Logics

We introduce various sequent systems for propositional logicshaving strict implication, and prove the completeness theoremsand the finite model properties of these systems.The cut-eliminationtheorems or the (modified) subformula properties are provedsemantically.     

Grafting Modalities onto Substructural Implication Systems

We investigate the semantics of the logical systems obtained by introducing the modalities and into the family of substructural implication logics (including relevant, linear and intuitionistic implication). Then, in the spirit of the LDS (Labelled Deductive Systems) methodology, we "import" this semantics into the classical proof system KE. This leads to the formulation of a uniform labelled refutation system for the new logics which is a natural extension of a system for substructural implication developed by the first two authors in a previous paper.     

Algorithmic Proof Methods and Cut Elimination for Implicational Logics Part I: Modal Implication

In this work we develop goal-directed deduction methods for the implicational fragment of several modal logics. We give sound and complete procedures for strict implication of K, T, K4, S4, K5, K45, KB, KTB, S5, G and for some intuitionistic variants. In order to achieve a uniform and concise presentation, we first develop our methods in the framework of Labelled Deductive Systems [Gabbay 96]. The proof systems we present are strongly analytical and satisfy a basic property of cut admissibility. We then show that for most of the systems under consideration the labelling mechanism can be avoided by choosing an appropriate way of structuring theories. One peculiar feature of our proof systems is the use of restart rules which allow to re-ask the original goal of a deduction. In case of K, K4, S4 and G, we can eliminate such a rule, without loosing completeness. In all the other cases, by dropping such a rule, we get an intuitionistic variant of each system. The present results are part of a larger project of a goal directed proof theory for non-classical logics; the purpose of this project is to show that most implicational logics stem from slight variations of a unique deduction method, and from different ways of structuring theories. Moreover, the proof systems we present follow the logic programming style of deduction and seem promising for proof search [Gabbay and Reyle 84, Miller et al. 91].     

Duality and Canonical Extensions of Bounded Distributive Lattices with Operators,and Applications to the Semantics of Non-Classical Logics II

The main goal of this paper is to explain the link between the algebraic models and the Kripke-style models for certain classes of propositional non-classical logics. We consider logics that are sound and complete with respect to varieties of distributive lattices with certain classes of well-behaved operators for which a Priestley-style duality holds, and present a way of constructing topological and non-topological Kripke-style models for these types of logics. Moreover, we show that, under certain additional assumptions on the variety of the algerabic models of the given logics, soundness and completeness with respect to these classes of Kripke-style models follows by using entirely algebraical arguments from the soundness and completeness of the logic with respect to its algebraic models.     

Computer Implication and the Curry Paradox

There are theoretical limitations to what can be implemented by a computer program. In this paper we are concerned with a limitation on the strength of computer implemented deduction. We use a version of the Curry paradox to arrive at this limitation.     

Duality and Canonical Extensions of Bounded Distributive Lattices with Operators,and Applications to the Semantics of Non-Classical Logics I

The main goal of this paper is to explain the link between the algebraic and the Kripke-style models for certain classes of propositional logics. We start by presenting a Priestley-type duality for distributive lattices endowed with a general class of well-behaved operators. We then show that finitely-generated varieties of distributive lattices with operators are closed under canonical embedding algebras. The results are used in the second part of the paper to construct topological and non-topological Kripke-style models for logics that are sound and complete with respect to varieties of distributive lattices with operators in the above-mentioned classes. This revised version was published online in June 2006 with corrections to the Cover Date.     

生殖器疱疹研究现状及诊疗过程中的伦理问题

生殖器疱疹是单纯疱疹病毒感染生殖器部位皮肤黏膜所引起的炎症性疾病,是常见的性传播性疾病之一.近年来,随着其在人群中的流行率的不断增高,在国内已成为一个令人关注的公共卫生问题.本文就其病原学、流行状况、传播和潜在的危险性作一概述,并分析了在其诊疗过程中的伦理问题及相关的对策.     

小学儿童CVS策略的发展及其对教育的启示

CVS策略是国外不少研究者正深入研究的一种学习策略,关于它的研究得出了许多有价值的结论。本文首先分析了CVS的概念、研究方法和研究意义,然后对当前的研究结论进行了梳理,从五大方面详细分析了小学儿童CVS策略的发展特点,最后又从四个发面提出了这些研究对当前教育的启示。     

Basic Logic,K4, and Persistence

We characterize the first-order formulas with one free variable that are preserved under bisimulation and persistence or strong persistence over the class of Kripke models with transitive frames and unary persistent predicates. This revised version was published online in June 2006 with corrections to the Cover Date.     

疾病治疗与康复的自我效能模式及其意义

自我效能是指个体对其在特定情境中成功地完成某种活动的能力预期。患者的自我效能预期能以直接或间接的方式影响其行为表现和生理机能,从而影响到疾病治疗与康复效果。患者自我效能的形成与发展既受各种效能信息的影响,也受个体认知加工方式的影响。根据患者自我效能的形成与作用模式,可以采取不同的措施来提高患者的自我效能预期,发挥它在疾病治疗与康复中的作用。     

Kripke Models,Distributive Lattices,and Medvedev Degrees

We define a variant of the standard Kripke semantics for intuitionistic logic, motivated by the connection between constructive logic and the Medvedev lattice. We show that while the new semantics is still complete, it gives a simple and direct correspondence between Kripke models and algebraic structures such as factors of the Medvedev lattice. Presented by Daniele Mundici     

Minimal p-morphic Images, Axiomatizations and Coverings in the Modal Logic K4

We define the concepts of minimal p-morphic image and basic p-morphism for transitive Kripke frames. These concepts are used to determine effectively the least number of variables necessary to axiomatize a tabular extension of K4, and to describe the covers and co-covers of such a logic in the lattice of the extensions of K4.     

Foundationalism,Coherentism and Rule-Following Scepticism

Semantic holists view what one's terms mean as function of all of one's beliefs and applications. Holists will thus be coherentists about how one's usage is justified: showing that one's usage of a term is justified involves showing how it coheres with the rest of one's beliefs and applications. Semantic reductionists, on the other hand, will understand such justification in a classically foundationalist fashion. Now Saul Kripke has, on Wittgenstein's behalf, famously argued for a type of scepticism about meaning and the possibility of demonstrating the correctness of one's usage. However, Kripke's argument has bite only if one understands justification in classically foundationalist terms. Consequently, Kripke's arguments, if good, lead not to a type of scepticism about meaning, but rather to the conclusion that one should be a coherentist about the justification of our usage, and thus a holist about semantic facts.     

Rule Following,Error Theory and Eliminativism

Abstract

In this paper, I argue for three main claims. First, that there are two broad sorts of error theory about a particular region of thought and talk, eliminativist error theories and non-eliminativist error theories. Second, that an error theory about rule following can only be an eliminativist view of rule following, and therefore an eliminativist view of meaning and content on a par with Paul Churchland’s prima facie implausible eliminativism about the propositional attitudes. Third, that despite some superficial appearances to the contrary, non-eliminativist error theory does not provide a plausible vehicle for understanding the ‘sceptical solution’ to the sceptical paradox about rule-following developed in Saul Kripke’s Wittgenstein on Rules and Private Language.     

Paired comparison,triple comparison,and ranking experiments as generalized linear models,and their implementation on GLIM

A wide variety of paired comparison, triple comparison, and ranking experiments may be viewed as generalized linear models. These include paired comparison models based on both the Bradley-Terry and Thurstone-Mosteller approaches, as well as extensions of these models that allow for ties, order of presentation effects, and the presence of covariates. Moreover, the triple comparison model of Pendergrass and Bradley, as well as models for complete rankings of more than three items, can also be represented as generalized linear models. All such models can be easily fit by maximum likelihood, using the widely available GLIM computer package. Additionally, GLIM enables the computation of likelihood ratio statistics for testing many hypotheses of interest. Examples are presented that cover a variety of cases, along with their implementation on GLIM.     

Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7

Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor models at each grade level and supported a four- factor model of Language by Ear, Mouth, Eye, and Hand. Multiple regressions identified which of the three other language skills explained unique variance in each of the four language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all four measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (+ or - 1 SD) in specific language skills, but only 7% were stable across grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand, and (b) educational applications of observed developmental and individual differences for general, special, and gifted education.     

问题解决:涵义、过程与教学模式

提高学生解决问题能力已经成为现代教育的一个重要目标。问题解决就是由一定情境引起的,按照一定的目标,应用各种认知活动、技能等,经过一系列思维操作,使问题得以解决的过程。本文界定了问题和问题解决的概念内涵,构建了问题解决的过程模型,进而提出了问题解决的教学模式和教学策略。